Including English learners in multi-tiered systems of support (MTSS) in reading: A CHAT-informed mixed methods investigation

Abstract

Effective inclusion of English Learners (ELs) in multi-tiered systems of support (MTSS) is necessary for this growing subset of students to access the intended outcomes of MTSS, specifically improved academic outcomes. Facilitating MTSS systems that are appropriately responsive to the heterogeneous needs of ELs may be particularly challenging. In the current study, Cultural Historical Activity Theory (CHAT) guided survey and interview data collection and analysis of elementary teachers’ current experiences with including ELs in MTSS for reading. Quantitative findings indicated inclusive practices were common and that teacher perceptions about including ELs in MTSS were generally positive. Qualitative findings identified several sources of tension; these tensions are described and used to guide the identification of changes that have the potential for further improving MTSS for ELs.

Keywords:

• Cultural historical activity theory (CHAT)
• English learners
• multi-tiered systems of support (MTSS)
• reading

Disclosure statement

The authors have no conflicts of interest to declare.

Additional information

Funding

This research was supported in part by a grant from Michigan’s Integrated Learning Support Initiative (MiBLSi).

Notes on contributors

E. Snyder

Elizabeth Snyder is a clinical director at the Galvin Growth Group in Novi, Michigan. She completed this study for a school psychology doctoral degree at Michigan State University.

S. E. Witmer

Sara Witmer is an associate professor of school psychology at Michigan State University. She studies inclusive assessment practices for students with disabilities and English learners.